Error Analysis as a Tool for Improving Academic Writing Skills among B. Ed Candidates

Abstract

The ability to produce coherent and error-free academic writing remains a critical component of teacher education, particularly for B.Ed candidates who are expected to demonstrate mastery of language as future educators. This study investigates the role of error analysis as a pedagogical tool for enhancing academic writing skills among B.Ed candidates enrolled at the University of Gujrat. Drawing upon Corder’s (1967) framework of error analysis, the research systematically categorizes linguistic errors found in students’ written examinations and assignments into grammatical, lexical, syntactic, and mechanical domains. A mixed-methods approach is employed, combining quantitative frequency analysis of errors with qualitative insights obtained through student interviews and instructor feedback. Findings reveal recurrent patterns of errors attributable to L1 interference, insufficient exposure to academic writing conventions, and limited feedback mechanisms. The study argues that systematic error analysis not only identifies learners’ difficulties but also provides actionable insights for curriculum designers and instructors to tailor remedial strategies. The paper highlights the pedagogical potential of error analysis as a diagnostic and corrective tool, contributing to the development of effective writing pedagogy in teacher education programs within Pakistan.

Keywords: Error Analysis, Academic Writing, B.Ed Candidates, Interlanguage, Teacher Education, Writing Pedagogy, Pakistan